Ryan T. Knowles

Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards

Abstract In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indigenous content in U.S. history standards for K–12? (c) How do the standards depict Indigenous Peoples in U.S. history? U.S. history curriculum standards from all 50 states and the District of Columbia were analyzed using within-case analysis and quantified to represent each state’s depiction of Indigenous content. Findings reveal that standards overwhelmingly present Indigenous Peoples in a pre-1900 context and relegate the importance and presence of Indigenous Peoples to the distant past.

Social Studies Education

The field of social studies education encompasses a variety of perspectives about the nature of social studies subject matter and its goals. This article traces twin aspects of social studies education: social studies as social science and social studies as social education. Scholars who see social studies as social science education view the field as incorporating the disciplinary concepts, knowledge-based, and strategies of a variety of unique disciplines (history, geography, economics, etc.). Those who advocate for social studies as social education place civic and democratic teaching as central to the goals and outcomes of social studies. Both approaches, however, serve to prepare youth to engage in an increasingly complex and diverse global world.

Teaching Who You Are: Connecting Teachers' Civic Education Ideology to Instructional Strategies.

Abstract This quantitative study uses survey data to test connections between 735 teachers’ civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers’ beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as teacher–text and collaborative–research. Results indicate that high support for particular civic education ideologies are associated with preferences for particular instructional strategies. Endorsement of conservative civic education ideology was positively linked to teacher–text instruction, whereas liberal ideology held a negative association. Critical civic education ideology had a positive relationship with collaborative–research based instruction. Additional findings indicated differences in instructional preferences and CivID based on teachers’ gender, grade level, community type of school, racial makeup of school, and percent of students receiving free and reduced lunch.

Using Big Data, Large-Scale Studies, Secondary Datasets, and Secondary Data Analysis as Tools to Inform Social Studies Teaching and Learning

Secondary datasets, large-scale studies, and big data are attractive information sources that have the potential to broaden the scope and influence of social studies research. Using large-scale samples and complex sampling frames, secondary datasets offer greater external validity, considerably more variables, and more representative samples than primary data. Other advantages of secondary datasets are accessibility, time and cost savings; however; analyses of these datasets require knowledge of a wide range of statistical methods and modeling. Positioning the value of large datasets in examining the vox populi and the underutilization of large-scale studies and secondary data analysis in social studies, authors discuss possibilities big data offer the field, democratization of data, and repurposing of data. Limitations of working with large-scale datasets and statistical considerations to avoid pitfalls of secondary data analyses are presented. Authors conclude with the potential wisdom of democratic judgment derived from large-scale, data-informed thinking in social studies.

Asian Values and Democratic Citizenship: Exploring Attitudes among South Korean Eighth Graders Using Data from the ICCS Asian Regional Module.

Utilizing data from the 2009 IEA International Civic and Citizenship Study Asian Regional Module, this secondary analysis explores the relationship between traditional Asian values and democratic citizenship. Findings identify two dimensions of Asian values: Asian civic values and obedience to authority. Among South Korean students, Asian civic values have a positive association with democratic citizenship, while obedience to authority displays an inverse relationship. However, attachment to obedience to authority is much weaker. The overall findings suggest the possibility of reconciliation between traditional Asian values and democratic citizenship.

Ideology in the schools: Developing the teacher’s Civic Education Ideology Scale within the United States

What ideological views toward citizenship education do teachers possess? Does a teacher’s Civic Education Ideology relate to how and what they teach? This study addresses these questions by developing a psychometric scale measuring teachers’ level of conservative, liberal, and critical Civic Education Ideology in one Midwestern state in the United States. After establishing the Civic Education Ideology scale, these views are compared to teachers’ reported practices inside of school and curriculum emphasized in the classroom. The findings indicate that both conservative- and liberal-oriented teachers were more likely to support curriculum based on civic institutions. In contrast, teachers with a critical orientation were less supportive of civic institutions and more likely to endorse curriculum based on social institutions and an open classroom climate. These findings indicate that a teacher’s ideology relates to their reports of how and what they teach. In addition to these findings, the goal is for the Civic Education Ideology scale to be adapted and applied in future studies to uncover important connections.